Assessment, Scoring, Assessment, Scoring, and Evaluationand Evaluation

C+

Pass/Fail A

A-

85%F

S

Unsatisfactory

67% D

C

B

93%

DefinitionsDefinitions

AssessmentAssessment -- -- The process of measuring The process of measuring something with the purpose of assigning a something with the purpose of assigning a numerical value.numerical value.

ScoringScoring -- -- The procedure of assigning a The procedure of assigning a numerical value to assessment task.numerical value to assessment task.

EvaluationEvaluation -- -- The process of determining The process of determining the worth of something in relation to the worth of something in relation to established benchmarks using established benchmarks using assessment information.assessment information.

Assessment TypesAssessment Types

FormativeFormative - for - for performance performance enhancementenhancement

FormalFormal - quizzes, - quizzes, tests, essays, lab tests, essays, lab reports, etc. reports, etc.

TraditionalTraditional - tests, - tests, quizzes, homework , quizzes, homework , lab reports, teacher lab reports, teacher

SummativeSummative - for - for performance performance assessmentassessment

InformalInformal - active - active questioning during and questioning during and at end of classat end of class

AlternativeAlternative - PBL’s, - PBL’s, presentations, essays, presentations, essays, book reviews, peersbook reviews, peers

Alternative AssessmentAlternative Assessment

Alternative to what? Paper & pencil examsAlternative to what? Paper & pencil exams Alternatives:Alternatives:

lab work / research projectslab work / research projects portfoliosportfolios presentationspresentations research papersresearch papers essaysessays self-assessment / peer assessmentself-assessment / peer assessment lab practicallab practical classroom “clickers” or responder padsclassroom “clickers” or responder pads

More Formal AlternativesMore Formal Alternatives

Rube Goldberg projectsRube Goldberg projects bridge building / rocketry / mousetrap carsbridge building / rocketry / mousetrap cars writing a computer programwriting a computer program research projectresearch project term paperterm paper create web pagecreate web page create moviecreate movie role playingrole playing building modelsbuilding models academic competitionsacademic competitions

Informal CATs Informal CATs (Classroom Assessment Techniques)(Classroom Assessment Techniques)

Quick-fire questionsQuick-fire questions Minute paperMinute paper

1) What did you learn today?1) What did you learn today? 2) What questions do you have?2) What questions do you have?

Directed paraphrasing (explain a concept to a Directed paraphrasing (explain a concept to a particular audience)particular audience)

The “muddiest” point (What is it about the topic The “muddiest” point (What is it about the topic that remains unclear to you?)that remains unclear to you?)

For additional ideas, see Angelo, T.A. & Cross, P.K. (1993) For additional ideas, see Angelo, T.A. & Cross, P.K. (1993) Classroom Classroom Assessment TechniquesAssessment Techniques (2nd ed) San Francisco: Jossey-Bass. (2nd ed) San Francisco: Jossey-Bass.

Authentic AssessmentAuthentic Assessment

The National Science Education The National Science Education Standards draft (1994) states, "Authentic Standards draft (1994) states, "Authentic assessment exercises require students to assessment exercises require students to apply scientific information and reasoning apply scientific information and reasoning to situations like those they will encounter to situations like those they will encounter in the world outside the classroom as well in the world outside the classroom as well as situations that approximate how as situations that approximate how scientists do their work." scientists do their work."

Assessment ConcernsAssessment Concerns

ValidityValidity -- Is the test assessing what’s intended? -- Is the test assessing what’s intended? Are test items based on stated objectives?Are test items based on stated objectives? Are test items properly constructed?Are test items properly constructed?

Difficulty Difficulty -- Are questions too easy or too hard? -- Are questions too easy or too hard? (e.g., 30% to 70% of students should answer a (e.g., 30% to 70% of students should answer a given item correctly)given item correctly)

DiscriminabilityDiscriminability -- Are the performance on -- Are the performance on individual test items positively correlated with individual test items positively correlated with overall student performances? (e.g., only best overall student performances? (e.g., only best students do well on most difficult questions)students do well on most difficult questions)

Evaluation TypesEvaluation Types

Criterion-referenced evaluationCriterion-referenced evaluation -- student -- student performance is assessed against a set of performance is assessed against a set of predetermined standardspredetermined standards

Norm-referenced evaluationNorm-referenced evaluation -- student -- student performance is assessed relative to the performance is assessed relative to the other studentsother students

The “curve”The “curve” -- sometimes a combination of -- sometimes a combination of criterion- and norm-referenced processescriterion- and norm-referenced processes

Criterion-Referenced Eval’sCriterion-Referenced Eval’s

Based on a predetermined set of criteria.Based on a predetermined set of criteria. For instance,For instance,

90% and up = A90% and up = A 80% to 89.99% = B80% to 89.99% = B 70% to 79.99% = C70% to 79.99% = C 60% to 69.99% = D60% to 69.99% = D 59.99% and below = F59.99% and below = F

Criterion-Referenced Eval’sCriterion-Referenced Eval’s

Pros:Pros: Sets minimum Sets minimum

performance performance expectations.expectations.

Demonstrate what Demonstrate what students can and students can and cannot do in relation to cannot do in relation to important content-area important content-area standards (e.g, ILS).standards (e.g, ILS).

Cons:Cons: Some times it’s hard to Some times it’s hard to

know just where to set know just where to set boundary conditions.boundary conditions.

Lack of comparison Lack of comparison data with other data with other students and/or students and/or schools. schools.

Norm-referenced EvaluationNorm-referenced Evaluation

Based upon the assumption of a standard Based upon the assumption of a standard normal (Gaussian) distribution with n > 30. normal (Gaussian) distribution with n > 30.

Employs the Employs the z score: score: AA = top 10% ( = top 10% (z > +1.28) > +1.28) BB = next 20% (+0.53 < = next 20% (+0.53 < z < +1.28) < +1.28) CC = central 40% (-0.53 < = central 40% (-0.53 < z < +0.53) < +0.53) DD = next 20% (-1.28 < = next 20% (-1.28 < z < -0.53) < -0.53) FF = bottom 10% ( = bottom 10% (z < -1.28) < -1.28)

z X X

Norm-referenced EvaluationNorm-referenced Evaluation

Pros:Pros: Ensures a “spread” Ensures a “spread”

between top and between top and bottom of the class for bottom of the class for clear grade setting.clear grade setting.

Shows student Shows student performance relative performance relative to group.to group.

Con:Con: In a group with In a group with great performance, great performance, some will be ensured some will be ensured an “F.”an “F.”

Cons:Cons: Top and bottom Top and bottom

performances can performances can sometimes be very sometimes be very close. close.

Dispenses with Dispenses with absolute criteria for absolute criteria for performance.performance.

Being above average Being above average does not necessarily does not necessarily imply “A” performance.imply “A” performance.

Norm and Criterion ComparedNorm and Criterion Compared

Norm-Referenced:Norm-Referenced: Ensures a competitive Ensures a competitive

classroom atmosphereclassroom atmosphere Assumes a standard Assumes a standard

normal distributionnormal distribution Small-group statistics Small-group statistics

a problema problem Assumes “this” class Assumes “this” class

like all otherslike all others

Criterion-Referenced:Criterion-Referenced: Allows for a cooperative Allows for a cooperative

classroom atmosphereclassroom atmosphere No assumptions about No assumptions about

form of distributionform of distribution Small-group statistics Small-group statistics

not a problemnot a problem Difficult to know just Difficult to know just

where to set criteriawhere to set criteria

The “Curve”The “Curve”

The “curve” might represent a mixture of The “curve” might represent a mixture of norm- and criterion-referenced grading.norm- and criterion-referenced grading.

The “curve” is a highly subjective process.The “curve” is a highly subjective process. The “curve” is normally applied only at the The “curve” is normally applied only at the

end of a term.end of a term.

Assessing Scientific Assessing Scientific Process SkillsProcess Skills

Scientific Process Skills (intellectual skills Scientific Process Skills (intellectual skills closely associated with inquiry learning)closely associated with inquiry learning)

Basic Scientific Basic Scientific Process SkillsProcess Skills

ObservingObserving CommunicatingCommunicating ClassifyingClassifying MeasuringMeasuring InferringInferring PredictingPredicting

Integrated Scientific Integrated Scientific Process SkillsProcess Skills

Identifying variablesIdentifying variables Constructing a table of dataConstructing a table of data Constructing a graphConstructing a graph Describing a relationship between variablesDescribing a relationship between variables Acquiring and processing dataAcquiring and processing data Analyzing investigationsAnalyzing investigations Constructing hypothesesConstructing hypotheses Defining variables operationallyDefining variables operationally Designing investigationsDesigning investigations ExperimentingExperimenting

Enhanced ScientificEnhanced ScientificProcess SkillsProcess Skills

Solving complex, real-world problems Establishing empirical laws Synthesizing theoretical explanations Analyzing and evaluating scientific arguments Constructing logical proofs Generating principles through the process of

induction Generating predictions through the process of

deduction

Miscellaneous CommentsMiscellaneous Comments

Study guides can be created to set objectives. Prepare tests from objectives. Assess broad spectrum: content AND skills. Make a rubric for questions that do not have

forced-choice answers. Create an answer key for forced-choice

questions. Double-check your answer key. Grade ASAP, providing corrective feedback.

Handling AppealsHandling Appeals

Encourage students to learn from their mistakes.Encourage students to learn from their mistakes. Accept appeals in writing, due by a certain date.Accept appeals in writing, due by a certain date. Refuse to discuss question if student will be Refuse to discuss question if student will be

appealing the answer.appealing the answer. Appeals include the following:Appeals include the following:

Question being appealedQuestion being appealed Teacher and student responsesTeacher and student responses Explanation of why student’s response is as good as or better Explanation of why student’s response is as good as or better

than teacher’s expected response.than teacher’s expected response. Teacher responds in writing.Teacher responds in writing. No class-wide correction: each student must make own appeal.No class-wide correction: each student must make own appeal.

Benefit: students feel they are treated fairly.Benefit: students feel they are treated fairly.

Portfolios of Student WorkPortfolios of Student Work

Have students prepare an ongoing, Have students prepare an ongoing, extensive portfolio of their work. extensive portfolio of their work.

Maintain these portfolios in an open but Maintain these portfolios in an open but supervised setting.supervised setting.

During parent-teacher conferences, have During parent-teacher conferences, have student in attendance and have parents go student in attendance and have parents go through portfolio with student under the through portfolio with student under the watchful eyes of the teacher.watchful eyes of the teacher.

Record KeepingRecord Keeping

Keep copies of your grade book or Keep copies of your grade book or computer program in widely separated computer program in widely separated locations.locations.

Keep up to date.Keep up to date. Respect confidentiality laws....Respect confidentiality laws....